DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Kepemimpinan Kepala Sekolah Dasar di Daerah Terpencil. Studi Multi Kasus di SDN 2 Bakalan dan SDN 2 Kepyar Purwantoro Wonogiri





Muhani. 2016. Leadership of Elementary School Principal in The Remote Area. A Multi Case Study at SDN 2 Bakalan and SDN 2 Kepyar Purwantoro Wonogiri. Thesis. Postgraduate Program of Educational Management. State University of Malang. Advisors (I) Prof. Dr. Ali Imrom, M.Pd.M.Si. and (II) Dr. H. Kusmintardjo, M.Pd.


Keywords: leadership, principals, leadership style

A principal has an important role in improving education quality. The implementation of the roles, however, depends mostly on the situations surrounded the schools. School location is one of the factors that influences school environment. The preliminary study on the schools in a remote area indicated that the principals faced problems caused by the geographical conditions, schools distance, teachers’ quality, and community background. The village of Bakalan and Kepyar where the schools (SDN 2 Bakalan and SDN 2  Kepyar) located are categorized as special areas, and its teachers receive special allowance. Although the schools encountered the problems of this site condition, they are able to compete with other schools whether in academic or non-academic area. Such a performance can be achieved through effective leadership of the principals.

The purpose of this study was to describe the leadership practices of principals at SDN 2 Bakalan and SDN 2 Kepyar those operated the remote areas. Specifically to investigate: (1) the implementation of leadership for the school organization, (2) leadership styles being implemented by principals, (3) external and internal school supports, (4) constraints in conducting leadership roles, and (5) principals’ efforts in dealing with the problems.

This study used a qualitative approach, and technically carried out through a design of multiple cases study. The study was conducted at the two elementary schools in Wonogiri SDN 2 Bakalan and SDN 2 Kepyar Purwantoro. Data were collected by the indepth interviews, participant observation, and documentation. The findings were analyzed incorporating both individual, and across cases. The validity of the data was tested concerning credibility, transferability, dependability, and confirmability.

Results of this study are summarized into five elements. First, both principals frequently used participation and delegation style. Second, participative style was implemented in accomplishing the main tasks of teachers. While the delegation was applied in supporting teachers to manage their extra activities. Principals always provide a good coordination and communication with members. Third, the management of the schools had external supports. These include that special allowance is consistently administered by government; school committee provides logistic for the school programs; the school were supported by a group of young teacher; and good there was a sound communication among the teachers. The internal supports are also idenfied including organizational experiences of teachers; principal independence; being responsive to innovations; and respect to scientific values. Fourth, the constraints in implementing the leadership styles: school geographical conditions; the lack of knowledge for some members; teacher condition; and the minimum support from community. Fifth, the efforts to solve the problems: consistant administration for the special allowance; strengthening human relationships; and establishing intent communications between parent and school personnel.

Suggestions retrieved from this study are: (1) The Ministry of Education needs to ensure the distribution of special allowance work well in order to support the quality improvement programs for teachers, (2) The District of Education Department have to pay attention to teachers’ placement where supporting them to work their best for the schools, (3) local government should develope and improve infrastructures in order to facilitate teaching learning activities, (4) principals need to consider individual capacities while choosing the appropriate styles, (5) future researchers are sugested to conduct other projects employing different approaches and designs to make the findings more comprehensive and meaningful.